Education: Bachelor’s degree, journalism advertising (did Teach for America); Master’s degree, urban education; Master’s degree, school leadership/administration

Experience: Middle school science teacher, High school English teacher, Middle school dean of students, High school director of instruction, High school vice principal, Professional learning consultant
Joined Heartland AEA in 2018

Expertise: Cultural proficiency/equity; learning targets + success criteria; proficiency scales; standards-referenced/standards-based grading; instructional frameworks; engagement and accountability (focus on secondary); credit recovery; curriculum design/audits; collaborative teaming using the PLC process, High Reliability Schools

How I’ve made an impact: I was able to support a district in using the High Reliability Schools model, along with training on Marzano’s Instructional Framework and the PLC process to see an increase in student data during year one of implementation. I also supported individual schools in becoming certified in Levels 1 and 2 of High Reliability Schools, meeting the district goal of having every building certified within two years.

Education: Bachelor’s degree, psychology; Master’s degree, clinical psychology; Ph.D., school psychology

Experience: School psychologist, Staff development specialist & program assistant for school psychology, Assistant professor of school psychology, Administrative consultant for professional development at the Iowa Department of Education, Administrative consultant for MTSS at the Iowa Department of Education, Professional learning consultant
Joined Heartland AEA in 2023

Expertise: MTSS: supplemental-intensive tiers; early warning systems; project management; ESSA/school improvement; IDEA-DA continuous improvement; Youth Mental Health First Aid; data-based decision making; progress monitoring; accelerating learning; special education law; special education eligibility and evaluation; specially-designed instruction professional learning; evidence-based practices; professional learning for functional behavior assessment and behavior intervention planning

Professional affiliations: UNI School Psychology Advisory; Mental Health First Aid instructor; ELI Approved Measure Review Team (past); Co-Lead Iowa Approved SEBMH Screener Team (past); Iowa MTSS Supplemental & Intensive Tier Revision Team (past); Iowa MTSS Universal Tier Tools Revision Team (past); Staff Iowa Dyslexia Board (2021-23); Staff Iowa Dyslexia Task Force (2019)

How I’ve made an impact: As co-lead for statewide development of professional learning for SDI literacy, I facilitated upwards of 70 schools across the state to implement Iowa’s SDI Framework with a focus on MTSS’s supplemental intensive tiers and students with disabilities. When teachers increased implementation of SDI practices, more students with disabilities grew at rates necessary to reduce the achievement gap.

Education: Doctorate degree, school psychology

Experience: School psychologist, Intensive behavior support practitioner, Professional learning consultant
Joined Heartland AEA in 2014

Expertise: Assessment and data-based decision-making; implementation support; special education (disability identification, assessment, instructional design and delivery)

Professional affiliations: Nationally-certified school psychologist

Education: Bachelor’s degree, music education; Master’s degree, curriculum & instruction in gifted education

Experience: Elementary vocal music teacher, Family-school liaison in special education (Family & Educator Partnership Coordinator), Secondary talented and gifted teacher, Gifted & talented/Professional learning consultant
Joined Heartland AEA in 2021

Expertise: Curriculum and strategies for gifted students; serving advanced learners within an MTSS structure; instructional framework implementation

Professional affiliations: National Association for Gifted Children, Iowa Talented & Gifted

How I’ve made an impact: I’ve had the privilege of helping districts large and small improve what they offer for gifted/advanced learners by facilitating a program review based on Iowa Code requirements and current research in gifted education.

Education: Bachelor’s degree, early childhood and elementary education with K-6 reading endorsement; Master’s degree, teaching; K-12 ELL endorsement; Master’s degree, educational administration

Experience: Preschool teacher, 1st grade teacher, Instructional coach, Literacy consultant/professional learning consultant
Joined Heartland AEA in 2021

Expertise: Science of Reading; literacy instructional packages; supporting English Learners; MTSS (support in building capacity of building leadership teams, SAMI facilitation, action planning/school improvement); systems coaching (district and building level); ESSA; co-teaching; instructional coaching; curriculum adoption/implementation 

How I’ve made an impact: I worked with the administrators of several elementary schools in a district on developing and implementing a comprehensive school improvement plan. At one school, we started by analyzing student achievement data and determining areas of strength and areas for growth. I then supported administrators in developing processes to work with their leadership team to determine action steps to address growth areas. Throughout the school year, I provided a cadence of weekly support, which included classroom observations and leadership coaching around providing meaningful feedback to teachers. As a result, school leaders gained the knowledge and skills to carry out school improvement action steps as well as monitor progress toward meeting the goals they established for themselves.

Education: Bachelor’s degree, psychology; Specialist degree, school psychology

Experience: School psychologist, Special education trainer, Professional learning consultant
Joined Heartland AEA in 1993

Expertise: Leadership & infrastructure: ESSA and MTSS supports, co-teaching implementation, paraeducator training and support; Special education & diverse learners: specially-designed instruction (significant disabilities literacy and transition), alternate assessment and instruction for students with intellectual disabilities, problem-solving, data-based decision-making, co-teaching, behavioral strategies

Professional affiliations: Association for the Supervision & Curriculum Development; member of Heartland AEA’s Significant Disabilities Team

How I’ve made an impact: In the area of leadership and infrastructure, I have collaborated with district leaders and other Heartland AEA staff to lead and support an aligned, district-wide MTSS system and have supported districts and buildings with coordination of ESSA and school improvement plans. In the area of special education, I have led sustained professional learning around and coached the implementation of both co-teaching and instructional strategies for students who have intellectual disabilities.

Education: Bachelor’s degree, elementary education with reading endorsement; Master’s degree, effective teaching, learning and leadership with literacy specialist endorsement; Literacy coaching certificate

Experience: Elementary classroom teacher, Instructional coach, Professional learning consultant
Joined Heartland AEA in 2017

Expertise: Adult learning; Cognitive Coaching; instructional coaching; mentoring and induction; elementary literacy; professional learning planning and implementation; PLCs; instructional design; MTSS; ESSA; portrait of a graduate

How I’ve made an impact: By leveraging my facilitation and coaching expertise, I successfully guided an elementary school in refining its literacy programming and instruction, integrating the research of the Science of Reading and evidence-based instructional practices to significantly enhance student outcomes.

Education: Bachelor’s degree, psychology; Master’s degree, educational counseling and school psychology; Ph.D., educational counseling and school psychology

Experience: School psychologist, Assessment consultant, Social, emotional & behavioral health lead, Professional learning consultant
Joined Heartland AEA in 2008

Expertise: Assessment; data-based decision making; trauma-informed practices; de-escalation; evidence-based practices; diverse learners (students w/ IEPs, at-risk students, accessibility and accommodations); intervention/data systems (Panorama MTSS, FASTBridge); ESSA and IDEA DA supports; social, emotional and behavioral health 

How I’ve made an impact: A school was designated for ESSA and required targeted support. At the time, they did not have a building leadership team to support decision-making, look at data or evaluate CIA needs. As part of the support I gave them, we created a leadership team, an agenda, meeting schedules and team roles and responsibilities. It’s been a few years since their designation, and with my support and coaching, they have sustained their leadership team and are continuing to make school improvement decisions.

Education: Bachelor’s degree, elementary education/early childhood; Master’s degree, business administration; Principal/special education supervisor certification, in process

Experience: Kindergarten teacher, Legal assistant, Corporate marketing, Education program consultant at the Iowa Department of Education, Professional learning consultant
Joined Heartland AEA in 2014

Expertise: School improvement; MTSS; Panorama Student Success; FastBridge; standards-based grading & reporting; data reviews; literacy basics (screening tools, diagnostics, interventions); system-level support; SDI transition; home school support; leadership support; portrait of a graduate; paraeducator training

How I’ve made an impact: I provided the facilitation of the Standards-Based Learning Including Grading & Reporting Framework for a district leadership team. This work was the foundation for continued work to support the creation of proficiency scales, backward planning processes and the rollout of Standards Referenced Learning within the district. The team continues to meet regularly to support the learning and processes for implementation of Standards Referenced Learning. 

Education: ​​Bachelor’s degree, psychology; Master’s degree, education; Ed.S., school psychology; Master’s degree, educational leadership

Experience: School psychologist, Challenging behavior consultant, Assessment consultant, Director of student services, Professional learning consultant Joined Heartland AEA in 2020

Expertise: MTSS supports; intervention systems; leadership and infrastructure; postsecondary success; transition; district career and academic planning; IDEA-DA SDI literacy and transition; special education; ACHIEVE; Section 504; diverse learners; at-risk programming; co-teaching; academic and SEBH evidence-based practices; behavior assessment and intervention; de-escalation; CPI; Science of Reading; UFLI; literacy curriculum review; paraeducator training; needs assessment; ESSA school improvement; leadership coaching (4DX); computer science; data systems (CASA, state reporting, EdInsight, FASTBridge, Panorama, Career Information Systems)

How I’ve made an impact: Over several years, I have collaborated with a district on an innovative literacy MTSS redesign. By developing a comprehensive framework for universal literacy instruction and designing and implementing targeted supplemental and intensive interventions PK-12, we successfully increased student proficiency from 75% to 90%. This achievement reflects our commitment to fostering impactful learning experiences for all students.

Education: Bachelor’s degree, psychology; Master’s degree, K-8 teaching

Experience: Elementary classroom teacher; Professional learning consultant
Joined Heartland AEA in 2014

Expertise: High-quality curriculum: roll out, implementation and monitoring; specific experience with Illustrative Mathematics and EL education content and foundational skills; Data analysis: FastBridge, Panorama, progress monitoring, formative assessment, equity; Response to data: system-wide, school-wide, PLC and individual plans and monitoring; Science of Reading and literacy instruction; math instruction; System supports: district, school, PLC, coach; school improvement cycle

Professional affiliations: Orton Gillingham and LETRS trained

How I’ve made an impact: In collaboration with a district curriculum team, I successfully rolled out high-quality math and ELA instructional materials through teacher and leader training, school support, monitoring and continuous learning for all stakeholders. I supported multiple schools in creating and monitoring action plans that led to an increase in student achievement data.

Education: Bachelor’s degree, elementary education with endorsements in K-8 Social Studies, K-8 Mildly Disabled, K-8 Learning Disabilities, K-8 Multi-categorical Resource Mild, Ages 5-21 Consultant: Learning Disabilities, K-8 Instructional Strategist I: Mild/Moderate; Master’s degree in education consultation

Experience: Elementary and junior high special education teacher, Special education consultant, Professional learning consultant
Joined Heartland AEA in 1997

Expertise: MTSS; data-based decision-making; intervention systems; ESSA; scheduling; infrastructure for school improvement; instructional design; FastBridge; Panorama; supporting leadership

How I’ve made an impact: I worked with one building leadership team whose goal was to improve their efficiency and effectiveness. I worked with the team to create a monthly agenda that contained 1) welcome/inclusionary opening activities, 2) plans for data analysis for each month’s data protocols and action planning templates and 3) optimistic closure processes. Following our work together, the team reported feeling productive and impactful.

Education: Bachelor’s degree, elementary education with endorsements in PK-3 Teacher, PK-3 Classroom, K-8 Reading, K-8 Instructional Strategist I: Mild/Moderate; Master’s degree, K-12 Instructional Strategist II: BD/LD

Experience: Elementary special education behavior interventionist and reading support teacher, Middle school level III self-contained behavior/intellectual disability teacher, Professional learning consultant
Joined Heartland AEA in 2015

Expertise: Behavior management; self-contained classrooms; routines and procedures; social skills instruction; leadership coaching; instructional coaching; transformational coaching; systems coaching; team building; school improvement work; SAMI facilitation; MTSS; UPP planning process through GLEAM; GLEAM trained from UnboundEd (classroom walkthroughs and leading debriefs); IDI (Intercultural Development Inventory) certified administrator; cultural competence; equity; cultural proficiency; identity work; collective agreements; classroom walkthroughs

How I’ve made an impact: I’ve made a significant impact by partnering with a district to implement GLEAM, supporting professional development and debriefing walkthroughs using the GLEAM framework with K-12 schools. I also contributed to the growth of instructional coaches through monthly infield coaching and support, helping to strengthen the instructional coaching program district-wide. I have facilitated transformative team-building sessions and led initiatives that advanced equity and cultural proficiency with school leadership and administrative teams. By fostering collaborative environments, I helped leaders deepen their understanding of equity-driven practices, enhance their cultural competence, and build cohesive, effective teams that are better equipped to address the unique needs of their diverse school communities. My work has also included facilitating the SAMI process to create and monitor school improvement plans for high schools, as well as creating MTSS with the district and school buildings, building the system from the ground up. Additionally, I provided leadership coaching to principals, helping them identify blind spots and guiding them as they coached their associate principals in alignment with the Iowa Administrator Standards, contributing to the district’s goals for professional learning, implementation, and sustainability.

Education: Bachelor’s degree, Master’s degree and Specialist degree, education

Experience: School psychologist, Professional learning consultant
Joined Heartland AEA in 2003

Expertise: ESSA supports (RAR, data review, SAMI, action planning, coaching, implementation review); MTSS support; instructional strategies for supplemental and intensive learners; data analysis of system, grade, group and individual learner levels; students with significant cognitive disabilities – SDI package training; Heartland AEA-designed training, consultation for goal writing, instruction-specific training for ELA, mathematics; transition – SDI training, transition consultation; Special education training: co-teaching, advanced co-teaching, goal writing for all levels of learners; paraprofessional learning: roles and responsibilities, academic and behavior instruction; Reading: intervention system and diverse learner supports; Mathematics: diverse learner supports; crisis response support; CPI trainer

Professional affiliations: Iowa Blueprint for Change Collective

How I’ve made an impact: I supported two districts identified by the State of Iowa as “targeted” status for students with disabilities. Both districts implemented MTSS structures that included data-based decision-making strategies, strategic intensification of instruction and critically assessing individual student needs to support closing the gap to general education peers. Both district buildings improved and were not identified in future status identifications.

Education: K-8 Reading Endorsement; PK-12 Administration & Evaluator; K-6 Master Educator

Experience: Classroom teacher; Instructional coach (elementary and middle school); Facilitator of curriculum & professional learning; Professional learning consultant
Joined Heartland AEA in 2022

Expertise: Leadership & Infrastructure that supports learning, implementation and sustainability; strategic planning; ESSA support; MTSS support for building and district leadership teams with implementation and sustainability; leadership coaching; implementation science; adult learning; mentoring; continuous improvement strategies and processes; systems thinking; Early Childhood: system support; Literacy: standards, assessment; Science of Reading; instructional practices; high-quality materials and intervention systems

How I’ve made an impact: A district preschool leadership team focused on long-term strategic planning with a systems-oriented approach. I facilitated discussions by utilizing a structured process, asking targeted questions to stimulate critical thinking and ensuring that all perspectives were taken into account. Through this collaborative effort, the team successfully developed a comprehensive departmental strategic plan, incorporating actionable steps, designated intervals for data review and reflection and the formulation of future action items.

Education: Ph.D., school psychology

Experience: School psychologist, Research & program evaluator, Professional learning consultant
Joined Heartland AEA in 1998

Expertise: Leadership and infrastructure: MTSS supports, ESSA, infrastructure, school and community planning; Literacy supports & services: Science of Reading, instructional practices, intervention system; SEBH: instructional practices, intervention system; Early childhood: system supports, high-quality instructional materials, instructional practices; system or practice coaching; professional learning; data analysis; implementation science; evidence-based practices

Professional affiliations: National Association of School Psychologists

Education: Bachelor’s degree, elementary education; Master’s degree, learning design and technology

Experience: Elementary classroom teacher, Instructional technology coordinator, Instructional coach, Assessment consultant, Professional learning consultant
Joined Heartland AEA in 2021

Expertise: Data analysis, school improvement, teacher and leader coaching

How I’ve made an impact: I worked with two districts to accomplish building and district goals within ESSA including leading buildings through the SAMI process and conducting follow-up check-ins. I also worked with these districts to implement various projects and implementations that have focused on data analysis and ongoing coaching for teachers and leaders.